Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
Learning analytics: the state of the art and the futureRebecca Ferguson
Presentation given by Rebecca Ferguson at 'Nuevas métricsas y enfoques para la evaluación e innovación en el aprendizaje' in Montevideo, Uruguay, on Wednesday 13 April 2016.
The talk deals with the state of the art in learning analytics, and with actions for taking this work forward at a national level.
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...Tanya Joosten
ELI Leadership Seminar, 2016, San Antonio TX
The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to:
Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices
Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry
Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations
Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning
Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning
Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments
Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities
Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Jonathan P. Costa, Sr.
Patrick Flynn
http://www.educationconnection.org
costa@educationconnection.org
http://www.revisionlearning.com
pflynn@revisionlearning.com
Digital Age Teacher Growth Systems
http://www.skills21.org
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
(Look for Collaborative Share and 21st Century ILS 120113 Domain 4 Sample)
4. Purpose + Engagement = Learning
The Center for 21st Center Skills uses
rigorous, standards based blended
learning courses and virtual learning
tools in a 1:1 learning environment to
challenge and engage student learners
from grades 7-12.
6. The Big Idea
Systems must align with
mission and goals.
By chance or plan, your
systems create the world
that they are designed (or
not) to support.
10. Aligned Learning Practice
Aligning
instructional/learning
evaluation structures
with digitally supported
21st century skills,
knowledge and
dispositions.
Aligning leadership &
talent capacity
development processes
with data informed and
research driven
learning practice.
Aligning Integrated data and
knowledge platform support with
management and analysis tools that
are efficient and easy to use.
11. An Aligned System of Practice
Aligning
instructional/
learning
evaluation
structures
with digitally
supported
21st century
skills,
knowledge
and
dispositions.
Observational practice
models consistent with the
potential and promise of
systemic digital learning.
Valuing student engagement
and empowerment through
the self-directed use of digital
tools for learning.
Informed by the practice of
the i3, Nellie Mae and NSF
funded Center for 21st Century
Skills.
12. Allowing Only for a Retrofit
• What if nobody is in a classroom?
• What if technology is considered an
essential tool for learning and not just a
“physical resource?”
• What if everyone has a different “physical
arrangement?”
14. An Aligned System of Practice
Aligning
leadership &
talent
capacity
development
processes
with data
informed and
research
driven
learning
practice.
Proven strategies for building
and maximizing talent capacity
throughout the implementation
process.
Aligning continuous adult learning
for both administrators and
teachers with instructional vision
and performance data.
Flexible and customizable
organizational methodologies
designed by and for learners.
15. Aligned Learning Practice
Integrated Leadership Professional Learning Program
•
•
•
•
21st Century Rubric deconstruction
21st Century Rubric calibration and inter-rater agreement
Evaluator proficiency analysis
Effective classroom observation techniques and evidence collection
approaches
• Meaningful teacher and administrator feedback and support
On-Going Implementation Analysis
• Collegial Calibrations ™ for on-going calibration of evaluators
• Implementation reviews with District Leadership Team
• Personalized professional learning programming
16. An Aligned System of Practice
Aligning
Integrated
data and
knowledge
platform
support with
management
and analysis
tools that are
efficient and
easy to use.
Ease of use and functional
alignment as the highest
design and practical use
priority.
Access to model evidence,
instructional exemplars, and
continuous learning resources
throughout the layers of the
system.
Allows for a return on
investment in knowledge
development as well as
information management.
18. Aligned Learning Practice
Aligning
instructional/learning
evaluation structures
with digitally supported
21st century skills,
knowledge and
dispositions.
Aligning leadership &
talent capacity
development processes
with data informed and
research driven
learning practice.
Aligning Integrated data and
knowledge platform support with
management and analysis tools that
are efficient and easy to use.
20. Foundational Documents
Bolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. New York, New York: Simon &Schuster, Inc.
Cialdini, R. (2007). Influence: The psychology of persuasion. New York: HarperCollins.
Downey, C. (2004). The Three-Minute Walkthrough: Changing school supervisory practice One teacher at a time. Thousand Oaks, CA: Corwin Press.
Fullan, Micheal (2007). The New Meaning of Educational Change, Fourth Edition, Teachers College Press, New York, NY
Fullan, Micheal (2007). The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive, Jossey-Bass, San Francisco, CA
Garmston, R., and Dyer, J. (1999). The Art of Cognitive Coaching. Highlands Ranch, Colorado: Center for Cognitive Coaching.
Glickman, Carl (2008). Leadership for Learning: How to Help Teachers Succeed, ASCD, Alexandria,VA
Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. (NBER Working Paper 11154). Cambridge, MA: National
Bureau of Economic Research.
Hattie, J. (2009), Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London & New York: Routledge, Taylor& Francis Group
Lipton, L., & Wellman, B. (2003) Mentoring Matters: A practical guide to learning-focused relationships. Sherman, CT: Mira Via.
McGuire, J.B. etal (2009). Transforming Your Organization: Global organization development white paper series. Center for Crerative Leadership.
http://www.ccl.org/leadership/pdf/solutions/TYO.pdf
Marzano, Robert (2005). School Leadership That Works: From Research to Results, ASCD, Alexandria,VA
Pink, Daniel (2011). Drive: The Surprising Truth About What Motivates Us, Penguin Books, New York, NY
Saphier, J. (1993). How to make Supervision and Evaluation Really Work: Supervision and evaluation in the context of strengthening school culture.
Carlisle, MA: Research for Better Teaching, Inc.
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future students academic achievement. Knoxville, TN: University of
Tennessee Value-Added Research and Assessment Center.
Stone, D., Patton, B., & Heen, S. (2000). Difficult conversations. London: Penguin Books.
K. Walsh, If Wishes Were Horses: The Reality Behind Teacher Quality Ratings (Washington, DC: National Council on Teacher Quality, 2007)
Wheatley, Margeret (2009). Turning to One Another: Simple Conversations to Restore Hope to the Future, Berrett-Koehler Publishers, San Franscico, CA